Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8496
Title: Instructional Landmarks: Describing a Novel Intermediate Knowledge Structure for Physics Learners
Authors: Arnell, Jared
Swanson, Hillary
Edwards, Boyd
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Arnell, J., Swanson, H., & Edwards, B. (2022). Instructional landmarks: Describing a novel intermediate knowledge structure for physics learners. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1393-1396). International Society of the Learning Sciences.
Abstract: Mapping the intermediate stages of developing knowledge structures is a critical endeavor for educational researchers. The influence of formal education on knowledge structures is particularly relevant to instructional designers. During an exploration of intermediate physics learners’ knowledge of the Coriolis force, a novel knowledge structure was observed as the students discussed isolated systems, frictionless surfaces, and the law of inertia. We call these structures “instructional landmarks” as they appear to emerge from classroom instruction and serve to orient students in conceptual spaces and resolve conflicts during problem-solving. These structures, if found in other physics domains, could be useful for describing and modeling the cognition and development of intermediate physics students.
Description: Short Paper
URI: https://dx.doi.org/10.22318/icls2022.1393
https://repository.isls.org//handle/1/8496
Appears in Collections:ISLS Annual Meeting 2022

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